Faculty motivations for leading clinical clerkship electives

A qualitative study

Dados Bibliográficos

ID21448565
AutoresLeslie Sheu (0000-0001-9924-9217, Department of Medicine, University of California, San Francisco, San Francisco, CA, USA), Leslie Bernal Charondo (0000-0003-4765-5402, School of Medicine, University of California, San Francisco, San Francisco, CA, USA), Patricia O’sullivan (0000-0002-8706-4095, Department of Medicine, University of California, San Francisco, San Francisco, CA, USA, autor correspondente)
Ano2022
Volume44
Fascículo10
Páginas1109-1115
Data de publicação2022-10-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoMedical Teacher (JOURNAL)
Identificadores do periódicoISSN: 0142-159X • E-ISSN: 1466-187X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2022.2058388
PMID35603957
OpenAlexW4281254564
IdiomaEN
Citações recebidas4
Referências citadas36

PURPOSE: Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members' reasons for volunteering and remaining as clerkship elective directors, an unfunded leadership position. METHODS: In this qualitative study, the authors conducted 17 semi-structured interviews with clerkship elective directors in March 2021. The authors conducted a thematic analysis of deidentified transcripts using motivation theories as a lens. RESULTS: Directors' motivations to engage in this unfunded educational leadership position stemmed from their existing clinician-educator identity and a sense of purpose and duty. Directors are sustained by the satisfaction derived from witnessing the positive impact they have on learners' career development and skills building, the impact of learners on the clinical environment, as well as personal benefits in the mastery of educator skills and enhanced visibility as educators. CONCLUSIONS: Unfunded educational leadership positions can advance clinician-educators' commitment to learners and alter the learning environment. Strategies for faculty recruitment and retention in unfunded leadership positions include ensuring meaningful contact with learners, as well as opportunities for personal career development through skills building and enhanced visibility through recognition

Burnout · Duty · Faculty Development · Medical education · Political science · Professional development · Qualitative research · Social connectedness · Sociology · Thematic analysis · Visibility · Higher Education Practises and Engagement · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology · Social Psychology